Examine descriptive language used to give a setting emotional impact.DurationApproximately 2 Days (35-40 minutes for each class)Necessary Materials: Sticky notes, chart paper, markers, The Wizard of Oz by L. Frank Baum
Type the name of a place in Padlet—“Playground.” Ask students to enter a one word association in response to the place. Ask, "What does this place make you think about? Feel?" Give students a few seconds to think of their first word association and add it to the Padlet. Discuss some of the words you see. Next, enter “Empty Playground” and have students enter a one word association in response. Finally, enter an even more descriptive version of the playground—“Chilly, deserted playground, standing silent in the dark.” Have students enter their word association response and discuss. Explain to students how the word associations they created became both stronger and more similar when they were provided with specific, descriptive language for a setting.
Teacher Modeling
I will explain that authors use descriptive language to make the reader feel strongly about a place. When we referred to “playground,” we all had different word associations, but when we added more descriptive detail, we were transported to the eerie feeling of an abandoned, dark playground. Since fantasy stories take us to imaginary worlds we can never travel to, it is important for a fantasy writer to use language that will make the reader feel like they can picture the setting. In other words, the author uses convincing details to make a made up place feel real for the reader (even if this place is not fantastical). A good reader pays careful attention to the language used to describe a place to visualize it and understand its emotional impact (i.e. is this place frightening or safe, awe-inspiring or dangerous, etc.).
Together we will examine the language used to describe Kansas in Chapter 1 of The Wizard of Oz by paying careful attention to what I can see, smell, taste, hear, and feel. I will look for adjectives used to describe this place. I will record evidence of how the characters feel or think about it, and I will identify how the description makes me feel. I will create a Mind Map on GoConqr.com—Kansas. I will fill in each box with descriptive details from Chapter 1. What can you see, smell, taste, hear, and feel in this place?It is important to start with the senses because we experience places through our senses. For example, when I walk down the street, I smell my neighbors’ cooking; I hear the sounds of cars and taxi cabs and the sounds of children laughing; I feel the sun on my skin. These sensory experiences make me know that I’m home. Similarly, to visualize a setting, I want to pay attention to what is heard, felt, smelled, tasted, and seen in this place. List any adjectives used to describe the place. This question will require that I pay careful attention to description. It is important to note, not just that I can see Kansas, but more importantly a flat Kansas, or a rusty cooking stove. These adjectives give elements of the setting impact and help them come to life for the reader. We can tell that Kansas is flat and the home is old. Record any textual evidence that tells you how the characters feel about this place. Textual evidence provides the narrative context. I want to know how the characters are experiencing this place, and I can use textual evidence to figure that out. How does the description of the place make you feel? I will synthesize my ideas from Boxes 1-3 to explain how I am impacted by this setting. Using the Mind Map students can link to what others have said and draw upon connections within the text to support their thoughts or feelings
Independent Practice
Students will then create their own Mind Map based around the Land of Oz. Students will practice what we had just done together but independently, coming up with one word descriptions of how the authors words made them feel, what they made them see, smell, hear, etc.
Reflective Practice
We will come back together to share the language used to describe the land beyond Munchkinland where Dorothy meets her traveling companions. Ask: "What are these places like? How does Dorothy feel about them? How do they make us feel?" We will discuss some of the settings in the novel. Discuss, "Why does Dorothy miss a place that makes us feel sad and depressed, like Kansas? What do you think the author is trying to show us? How is Munchkinland different from Kansas?"
The Wizard of Oz
Examine descriptive language used to give a setting emotional impact.DurationApproximately 2 Days (35-40 minutes for each class)Necessary Materials: Sticky notes, chart paper, markers, The Wizard of Oz by L. Frank Baum
Read The Wizard of Oz, Chapters 1-6Before the Lesson
- https://padlet.com/christap87/90rghozr2pmg
Type the name of a place in Padlet—“Playground.” Ask students to enter a one word association in response to the place. Ask, "What does this place make you think about? Feel?" Give students a few seconds to think of their first word association and add it to the Padlet. Discuss some of the words you see. Next, enter “Empty Playground” and have students enter a one word association in response. Finally, enter an even more descriptive version of the playground—“Chilly, deserted playground, standing silent in the dark.” Have students enter their word association response and discuss. Explain to students how the word associations they created became both stronger and more similar when they were provided with specific, descriptive language for a setting.Activation & Motivation
I will explain that authors use descriptive language to make the reader feel strongly about a place. When we referred to “playground,” we all had different word associations, but when we added more descriptive detail, we were transported to the eerie feeling of an abandoned, dark playground. Since fantasy stories take us to imaginary worlds we can never travel to, it is important for a fantasy writer to use language that will make the reader feel like they can picture the setting. In other words, the author uses convincing details to make a made up place feel real for the reader (even if this place is not fantastical). A good reader pays careful attention to the language used to describe a place to visualize it and understand its emotional impact (i.e. is this place frightening or safe, awe-inspiring or dangerous, etc.).Teacher Modeling
Students will then create their own Mind Map based around the Land of Oz. Students will practice what we had just done together but independently, coming up with one word descriptions of how the authors words made them feel, what they made them see, smell, hear, etc.Independent Practice
We will come back together to share the language used to describe the land beyond Munchkinland where Dorothy meets her traveling companions. Ask: "What are these places like? How does Dorothy feel about them? How do they make us feel?" We will discuss some of the settings in the novel. Discuss, "Why does Dorothy miss a place that makes us feel sad and depressed, like Kansas? What do you think the author is trying to show us? How is Munchkinland different from Kansas?"Reflective Practice